"An archaeological history of SDSU told through artifacts"--Book jacket.

San Diego today is a vibrant and bustling coastal city, but it wasn't always so. The city's transformation from a rough-hewn border town and frontier port to a vital military center was marked by growing pains and political clashes. Civic highs and criminal lows have defined San Diego's rise through the nineteenth and twentieth centuries into a preeminent Sun Belt city. Historian Richard W. Crawford recalls the significant events and one-of-a-kind characters like benefactor Frank "Booze" Beyer, baseball hero Albert Spalding and novelist Scott O'Dell. Join Crawford for a collection that recounts how San Diego yesterday laid the foundation for the city's bright future.

Despite extensive research, policies, and practical efforts to improve college readiness in the United States, a large proportion of low-income students remain unprepared to enter and succeed in higher education. This issue draws on the human ecology theory of Urie Bronfenbrenner (1917–2005) to offer a fresh perspective that accounts for the complexity of the interacting personal, organizational, and societal factors in play. Ecological principles shift the focus to individual differences in the ways that students engage environments and to the connections across students’ immediate settings and relationships. Viewing college readiness within an ecological system also reveals how the settings where development occurs are in turn shaped by more distant environments. The aspirations and behaviors that affect students’ college preparation originate in opportunities, resources, and hazards beyond their immediate environments. The ecological lens illuminates the need for coordinated, comprehensive efforts that affect students across the various levels of their environment and provides a framework for advancing college readiness research, policy, and educational practice. This is the 5th issue of the 38th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

This volume probes the intersections between the fields of social movements and nonviolent resistance. Bringing together a range of studies focusing on protest movements around the world, it explores the overlaps and divergences between the two research concentrations, considering the dimensions of nonviolent strategies in repressive states, the means of studying them, and conditions of success of nonviolent resistance in differing state systems. In setting a new research agenda, it will appeal to scholars in sociology and political science who study social movements and nonviolent protest.

The effects of colonization on the Indigenous peoples of the Américas over the past 500 years have varied greatly. So too have the forms of resistance, resilience, and sovereignty. In the face of these differences, the contributors to this volume contend that understanding the commonalities in these Indigenous experiences will strengthen resistance to colonial forces still at play. This volume marks a critical moment in bringing together transnational and interdisciplinary scholarship to articulate new ways of pursuing critical Indigenous studies. Comparative Indigeneities of the Américas highlights intersecting themes such as indigenísmo, mestizaje, migration, displacement, autonomy, sovereignty, borders, spirituality, and healing that have historically shaped the experiences of Native peoples across the Américas. In doing so, it promotes a broader understanding of the relationships between Native communities in the United States and Canada and those in Latin America and the Caribbean and invites a hemispheric understanding of the relationships between Native and mestiza/o peoples. Through path-breaking approaches to transnational, multidisciplinary scholarship and theory, the chapters in this volume advance understandings of indigeneity in the Américas and lay a strong foundation for further research. This book will appeal to scholars and students in the fields of anthropology, literary and cultural studies, history, Native American and Indigenous studies, women and gender studies, Chicana/o studies, and critical ethnic studies. Ultimately, this deeply informative and empowering book demonstrates the various ways that Indigenous and mestiza/o peoples resist state and imperial attempts to erase, repress, circumscribe, and assimilate them.

Every year, the Indian pilgrimage town of Pushkar sees its population of 20,000 swell by two million visitors. Since the 1970s, Pushkar, which is located about 250 miles southwest of the capital of New Delhi, has received considerable attention from international tourists. Originally hippies and backpackers, today's visitors now come from a wide range of social positions. To locals, though, Pushkar is more than just a gathering place for pilgrims and tourists: it is where Brahma, the creator god, made his home; it is where Hindus should feel blessed to stay, if only for a short time; and it is where locals would feel lucky to be reborn, if only as a pigeon. In short, it is their paradise. But even paradise needs upkeep. In Guest is God, Drew Thomases uses ethnographic fieldwork to explore the massive enterprise of building heaven on earth. The articulation of sacred space necessarily works alongside economic changes brought on by tourism and globalization. Here the contours of what actually constitutes paradise are redrawn by developments in, and the agents of, tourism. And as paradise is made and remade, people in Pushkar help to create a brand of Hindu religion that is tailored to its local surroundings while also engaging global ideas. The goal, then, becomes to show how religion and tourism can be mutually constitutive.

As seen in Time, USA TODAY, The Atlantic, The Wall Street Journal, and on CBS This Morning, BBC, PBS, CNN, and NPR, iGen is crucial reading to understand how the children, teens, and young adults born in the mid-1990s and later are vastly different from their Millennial predecessors, and from any other generation. With generational divides wider than ever, parents, educators, and employers have an urgent need to understand today’s rising generation of teens and young adults. Born in the mid-1990s up to the mid-2000s, iGen is the first generation to spend their entire adolescence in the age of the smartphone. With social media and texting replacing other activities, iGen spends less time with their friends in person—perhaps contributing to their unprecedented levels of anxiety, depression, and loneliness. But technology is not the only thing that makes iGen distinct from every generation before them; they are also different in how they spend their time, how they behave, and in their attitudes toward religion, sexuality, and politics. They socialize in completely new ways, reject once sacred social taboos, and want different things from their lives and careers. More than previous generations, they are obsessed with safety, focused on tolerance, and have no patience for inequality. With the first members of iGen just graduating from college, we all need to understand them: friends and family need to look out for them; businesses must figure out how to recruit them and sell to them; colleges and universities must know how to educate and guide them. And members of iGen also need to understand themselves as they communicate with their elders and explain their views to their older peers. Because where iGen goes, so goes our nation—and the world.